In today’s lesson, students build on the activity they completed in Lesson 63. They are given a set of Egyptian currency, determine the total, and then match the total to an item with the same price tag. This activity provides practice in computational thinking, particularly problem solving and decomposing, and builds students’ automaticity in counting and combining currency.
Math4u grade 2 second term
ماث فور يو جريد 2
math grade 2 second term
math grade 2 second term
شرح دروس ماث جريد 2 الترم الثاني المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 second term lesson 64
Learn (40 minutes)
Directions
1. TEACHER SAY: Talk to your Shoulder Partner about why it is important for us to learn how to count and add Egyptian pounds. Give me a Thumbs Up when you are ready to share your thinking.
STUDENTS DO: Talk to Shoulder Partner about why it is important to learn how to count and add Egyptian pounds. Give a Thumbs Up when ready. Selected students share their thinking.
2. TEACHER SAY: Yesterday we looked at pictures of items with prices and used our banknotes to create that amount. Today you will count banknotes and then match the amount to the item with the same price tag. Let’s do one together first.
TEACHER DO: Display the poster of items, prices, and denominations of money. Point to each part of the poster as you explain it.
TEACHER SAY: You can see we have two sides to the problem. On one side we see sets of pound notes and a blank for us to write the total. On the other side we see pictures of items with price tags. Next to each part we see black dots. We need to connect the dots by matching each set of banknotes to the item with the price tag showing the same amount. How do you think we should begin? Give me a Thumbs Up if you have an idea.
STUDENTS DO: Give a Thumbs Up to volunteer. Selected students share their ideas.
TEACHER DO: Confirm accurate answers. Correct major misconceptions.
TEACHER SAY: Yes, first we need to find the total for each set of banknotes. Take out your money.
STUDENTS DO: Take out set of banknotes.
TEACHER SAY: Use your banknotes to add 50 LE, 20 LE, and 1 LE. You may also use mental math strategies or the 120 Chart to add. For example, I can use the strategy of adding tens because I know that 50 is 5 Tens and 20 is 2 Tens. Raise your hand when you have found the total.
STUDENTS DO: Add to find the total. Raise hand when finished. Selected students share their answers.
TEACHER DO: Write the correct answer on the poster.
TEACHER SAY: Great work. The total is 71 LE. 50 plus 2 Tens is 60, 70, and 1 more is 71. Now, add 20 LE, 20 LE, and 5 LE to find the next total. Use your banknotes, mental math strategies, or the 120 Chart.
STUDENTS DO: Selected students share their answers.
TEACHER DO: Write the correct answer on the poster.
TEACHER SAY: Wonderful. The total is 45 LE. 20 plus 2 Tens is 30, 40 and 5 more is 45. Now that we have the totals, we can draw lines to match them to the items.
TEACHER DO: Ask two students to draw lines to connect the matching dots.
STUDENTS DO: Selected students draw lines to connect the matching dots.
3. TEACHER SAY: We matched each set of banknotes to the item that has the same price tag. It is time for you to try some on your own. Take out your Mathematics Student Book and turn to page Lesson 64: Apply.
STUDENTS DO: Take out student books and turn to page Lesson 64: Apply.
TEACHER SAY: You will work on your own to complete this activity. Use your banknotes, mental math strategies, or the 120 Chart to help you add. Remember to write the total in your book and draw the line to match each total to the item that costs that amount.
STUDENTS DO: Work independently to solve each problem.
TEACHER DO: As students work, circulate around the room, answering questions and offering support as needed. Take note of students who may need additional instruction or support. This activity provides valuable formative assessment data.
Note to the Teacher: As an extension activity, have students who finish early find different ways to create the totals shown on the price tags. To extend students’ application of computational thinking skills, provide the correct answers (without sharing the correct process) and have students review their own work to identify mistakes and determine how they made them. Students should correct their errors.
TEACHER DO: Go over each question with students, allowing them to identify and correct their errors. Call on students to share their answers.
STUDENTS DO: Check and correct their work. Selected students share their answers with the class.
TEACHER SAY: Please keep out your student book.
Reflect (5 minutes)
Directions
Note to the Teacher: For today’s Reflect segment, students work with a partner to find as many ways as they can to make 500 LE in just three minutes. This fun and engaging activity reviews the skills they practiced today but also challenges them by giving them a larger total to work with. Partners must work together because they have to share their sets of banknotes to create multiple ways of making 500 LE.
1. TEACHER SAY: Turn to page Lesson 64: Math Journal in your student book.
STUDENTS DO: Turn to page Lesson 64: Math Journal.
TEACHER SAY: For Reflect today, you are going to have some fun with your Shoulder Partner. You will work together to see how many different ways you can create 500 LE using your banknotes. Record your combinations in your student book. You will have only three minutes. Ready? Go.
STUDENTS DO: Collaborate with their Shoulder Partner to come up with as many ways as they can to create 500 LE using banknotes. Record their combinations on the Math Journal page.
TEACHER DO: After three minutes, ask students to stand if they have at least two combinations, stay standing if they have three combinations, and so on. Continue until there is only one group left. Have students clap for the students with the most combinations.
